Range High School


Name Range High School
Website http://www.range.sefton.sch.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 27 November 2018
Address Stapleton Road, Formby, Liverpool, Merseyside, L37 2YN
Phone Number 01704879315
Type Secondary
Age Range 11-18
Religious Character Does not apply
Gender Mixed
Number of Pupils 1115 (52% boys 48% girls)
Number of Pupils per Teacher 17.4
Academy Sponsor Range High School
Local Authority Sefton
Percentage Free School Meals 7.6%
Percentage English is Not First Language 1%
Persisitent Absence 15.9%
Pupils with SEN Support 2.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Range High School is an average-sized secondary school. An above-average number of pupils with high levels of prior attainment join this school. Range High School includes a sixth form. Range High School became an academy in 2012. Its previous inspection took place shortly after this. The school uses three providers of alternative education. Small numbers of pupils attend Pinefields Complementary Education, Pathways and the Everton Free School, all on a part-time basis.

Summary of key findings for parents and pupils

This is a school that requires improvement School leaders and governors know the aspects of the school that need to improve. However, they do not know the extent of the weaknesses. They have been slow to improve the school. Leaders at all levels, have extensive information about how well pupils perform in their areas of responsibly. However, they do not have an accurate understanding of what this information is telling them. This limits their capacity to make improvements. Leaders have a clear vision of how the curriculum and enrichment opportunities should support strong progress and personal development for all pupils. These elements of provision are not yet reaching leaders’ aspirations. Leaders do not make good enough use of additional funds that the school receives to support pupils who are disadvantaged or need to catch up. The poor behaviour of a minority of boys is having a disproportionately negative affect on the care, welfare, education and personal development of the significant majority of pupils. The attendance of some groups of pupils is poor. Leaders are not achieving the ethos and culture they seek to promote. Leaders have very recently introduced training for teachers on how to improve behaviour in their classrooms through improved teaching. However, it is too early for this to have had a significant impact on the overall quality of teaching and learning. The quality of teaching is variable across the school, with some strong practice. Too many teachers, however, do not engage and inspire pupils. This can lead to disruption in lessons. Broadly, the progress that pupils have made and are making, is at the national average. However, the progress made by boys and disadvantaged pupils is much weaker than this. The school has the following strengths Pupils in the sixth form receive a good education. Their progress is broadly at the national average. Their strong personal development is promoted through carefully planned activities and opportunities. Progress made by current pupils is improving. Pupils make consistently strong progress in mathematics and art. Girls make very strong progress overall.